Money Change

Overview

Today’s lesson develops Year 3 pupils’ understanding of money by using practical contexts to add and subtract amounts to make change in pounds and pence. Pupils will practise correct money vocabulary and record calculations clearly.

Learning intentions

• Students will be able to add and subtract money amounts to give change in practical situations.
• Students will use money vocabulary accurately (pounds, pence, total, change, more/less).
• Students will partition money into £ and p and use this to solve problems.
• Students will estimate and check if their answer makes sense.

Success criteria

• I can calculate how much change I should receive using £ and p.
• I can explain my method using correct vocabulary (e.g. “£2.50”, “50p”, “change”).
• I can record my calculation neatly and accurately.
• I can check my answer by counting on/back or using a sensible estimate.

Curriculum links

• Measurement — Statutory requirements: add and subtract amounts of money to give change, using both £ and p in practical contexts.
• Number — number and place value: solve number problems and practical problems involving these ideas.
• Measurement: use and understand units within money amounts (pence and pounds) in context.

Lesson structure (40 minutes)

1. 0–5 min · Hook (real-life context). Teacher shows a “shop” scenario: “A customer buys a snack for £1.60 and pays with £2.00—how much change?” Students discuss briefly with a partner what they would do and what words to use.

2. 5–12 min · Direct teach (money vocabulary + method). Teacher introduces/recaps vocabulary on the board: pounds (£), pence (p), total, pays, cost, change, more than, less than. Teacher models two ways to find change:

• Count-on from the cost to the amount paid (counting £ and p), and
• Subtract: paid − cost. Students copy one worked example step-by-step and add one sentence explaining the method.

3. 12–22 min · Guided practice (manipulatives). Teacher distributes money cards/coins (or paper representations) to all groups of 3–4. Example tasks (teacher reads aloud):

• “Cost £2.35, pays £5.00. Find change.”
• “Cost 85p, pays £1.00. Find change.” Teacher circulates, prompting pupils to say: “The cost is…, the amount paid is…, so the change is…”. Students solve using manipulatives and record: both the calculation and the final change amount in £ and p.

4. 22–30 min · Rapid check (verbal reasoning + quick recording). Teacher presents 3 short problems on the board (no manipulatives). Pupils use whiteboards to show the calculation and answer. Problems progress in difficulty:

• “Pay £3.00 for £2.20—change?”
• “Pay £1.50 for £1.05—change?”
• “Pay 2 coins totalling £4.00 for £3.67—change?” Teacher pauses after each, asking one student to explain the vocabulary used (“change”, “total”, “pence”).

5. 30–37 min · Independent problem-solving (practical context). Students complete an independent worksheet (4 questions) set in a mini “class fundraiser shop” (e.g. stickers, drinks). Each includes £ and p, requiring subtraction for change. Teacher reminds pupils to:

• Write the cost and the paid amount clearly,
• Subtract or count-on to find change, and
• Round only for checking (e.g. “£1.60 is about £1.50”). Students work independently and must include at least one check sentence (e.g. “This seems right because…”).

6. 37–40 min · Exit ticket (assessment for learning). Exit ticket: “A drink costs £1.25. You pay with £2.00. What change do you get? Show how you know.” Pupils submit in books or on a small slip.

Resources

• Play money or paper money coins/notes (clearly labelled £ and p)
• Money vocabulary cards/poster: pounds (£), pence (p), total, cost, pays, change, more/less
• Whiteboards and pens
• Teacher problem slides or board prompts (no hyperlinks)
• Worksheet with 4 “fundraiser shop” change questions
• Exit ticket slips

Assessment

• Formative: teacher listens for correct vocabulary use during group work (“change”, “pence”, “cost”).
• Formative: whiteboard checks in the rapid session—misconceptions spotted quickly (e.g. mixing up £ and p, incorrect subtraction order).
• Summative (exit ticket): correct change amount in £ and p plus evidence of method (count-on or subtract).

Differentiation

• Support: provide a “count-on strip” or a simple line from cost to paid with marked £ and p steps; include sentence starters: “The cost is… The amount paid is… So the change is…”
• Support: allow manipulatives for all independent questions initially, then encourage pupils to move toward recording only.
• Extension: include a multi-step scenario where pupils must compare two payment options and decide which gives the correct change without overcounting (e.g. “Which payment gives exactly 73p change?”).
• EAL/SEN: keep amounts consistent in format (£x.xx), model one example aloud twice, and use visual colour coding for £ and p (e.g. £ in green, p in blue).